ELA UNIT PLAN
HATTIESBURG PUBLIC SCHOOL DISTRICT
Grade Level:
Unit 1
Time Frame:
4th grade
Unit Title: Risks, Survival and Consequences
Eight Weeks:
August 11, 2014October 6, 2014
Extended Text: Island of the Blue Dolphins by Scott O’Dell
Essential Understandings:
By the end of this unit, students will have
read a variety of fiction and nonfiction
passages for the purposes of drawing
inferences, summarizing, describing the
structure, comparing and contrasting by
integrating information from first and
second hand accounts of the same event,
and explain how the author supports the
text using particular points with cited
textual evidence. Students will also work
collaboratively and independently to
make connections across the text, discuss,
write, and conduct research to produce a
culminating project that reflects the
student’s understanding of the unit theme,
“Risks, Survival and Consequences”.
Essential Questions:
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Focus Standards:
How do you know when it is
necessary to take a risk?
How does it feel to take a risk and
wish you had not?
How might it be different to
survive as an individual as
opposed to a group?
Can you determine the attributes
necessary for survival?
How can reading a variety of
literary text teach us about the
concept of survival and the
different types of survival we
might encounter during our
lifetime?
How does the struggle to survive
impact human nature?
What factors might contribute to
surviving in the wilderness as
opposed to surviving on an island?
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RL.4.1
Refer to details and examples in a
text when explaining what the text
says explicitly and when drawing
inferences from the text.
RL.4.2
Determine a theme of a story,
drama, or poem from details in the
text; summarize the text.
RL.4.3
Describe in depth a character,
setting, or event in a story or drama,
drawing on specific details in the
text (e.g., a character's thoughts,
words, or actions).
RL.4.4
Determine the meaning of words
and phrases as they are used in a
text, including those that allude to
significant characters found in
Ninth Week:
Assessment
Supporting
Standards:
RL.4.10
By the end of the year,
read and comprehend
literature, including
stories, dramas, and
poetry, in the grades 4-5
text complexity band
proficiently, with
scaffolding as needed at
the high end of the
range.
RI.4.1
Refer to details and
examples in a text when
explaining what the text
says explicitly and when
drawing inferences from
the text.
RI.4.2
Determine the main idea
ELA UNIT PLAN
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What might a person gain if a
person decides to take a risk?
What consequence might one
experience if they fail?
What might it cost if you do not
take the risk if faced with a difficult
situation
mythology (e.g., Herculean).
RL.4.5
Explain major differences between
poems, drama, and prose, and refer
to the structural elements of poems
(e.g., verse, rhythm, meter) and
drama (e.g., casts of characters,
settings, descriptions, dialogue,
stage directions) when writing or
speaking about a text.
RL.4.6
Compare and contrast the point of
view from which different stories
are narrated, including the
difference between first- and thirdperson narrations.
RL.4.7
RI.4.4
Determine the meaning
of general academic and
domain-specific words
or phrases in a text
relevant to a grade 4
topic or subject area.
RI.4.8
Explain how an author
uses reasons and
evidence to support
particular points in a
text.
Make connections between the text
of a story or drama and a visual or
oral presentation of the text,
identifying where each version
reflects specific descriptions and
directions in the text.
RI.4.9
RL.4.9
RI.4.10
Compare and contrast the treatment
of similar themes and topics (e.g.,
opposition of good and evil) and
patterns of events (e.g., the quest)
in stories, myths, and traditional
literature from different cultures.
By the end of year, read
and comprehend
informational texts,
including history/social
studies, science, and
technical texts, in the
grades 4-5 text
complexity band
proficiently, with
scaffolding as needed at
the high end of the
RI.4.3
Explain events, procedures, ideas,
or concepts in a historical,
scientific, or technical text,
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of a text and explain
how it is supported by
key details; summarize
the text.
Integrate information
from two texts on the
same topic in order to
write or speak about the
subject knowledgeably.
ELA UNIT PLAN
including what happened and why,
based on specific information in the
text.
RI.4.5
Analyze how a particular sentence,
paragraph, chapter, or section fits
into the overall structure of a text
and contributes to the development
of the ideas.
RI.4.6
Compare and contrast a firsthand
and secondhand account of the
same event or topic; describe the
differences in focus and the
information provided.
RI.4.7
Interpret information presented
visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams,
time lines, animations, or
interactive elements on Web pages)
and explain how the information
contributes to an understanding of
the text in which it appears.
W.4.3
Write narratives to develop real or
imagined experiences or events
using effective technique,
descriptive details, and clear event
sequences.
A. Orient the reader by establishing
a situation and introducing a
narrator and/or characters; organize
an event sequence that unfolds
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range.
W.6.1
Write opinion pieces on
topics or texts,
supporting a point of
view with reasons and
information.
A. Introduce a topic or
text clearly, state an
opinion, and create an
organizational structure
in which related ideas
are grouped to support
the writer's purpose.
B. Provide reasons that
are supported by facts
and details.
C. Link opinion and
reasons using words and
phrases (e.g., for
instance, in order to, in
addition).
D. Provide a concluding
statement or section
related to the opinion
presented
W.4.2
Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly.
A. Introduce a topic
ELA UNIT PLAN
naturally.
B. Use dialogue and description to
develop experiences and events or
show the responses of characters to
situations.
C. Use a variety of transitional
words and phrases to manage the
sequence of events.
clearly and group
related information in
paragraphs and sections;
include formatting (e.g.,
headings), illustrations,
and multimedia when
useful to aiding
comprehension.
B. Develop the topic
with facts, definitions,
D. Use concrete words and phrases concrete details,
quotations, or other
and sensory details to convey
information and
experiences and events precisely.
examples related to the
E. Provide a conclusion that follows topic.
from the narrated experiences or
C. Link ideas within
events.
categories of
information using words
W.4.4
and phrases
Produce clear and coherent writing
(e.g., another,for
in which the development and
example, also, because).
organization are appropriate to task,
purpose, and audience. (GradeD. Use precise language
specific expectations for writing
and domain-specific
types are defined in standards 1-3
vocabulary to inform
above.)
about or explain the
topic.
W.4.5
With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing.
(Editing for conventions should
demonstrate command of Language
standards 1-3 up to and including
grade 4.)
W.4.6
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E. Provide a concluding
statement or section
related to the
information or
explanation presented.
W.4.8
Recall relevant
information from
ELA UNIT PLAN
With some guidance and support
from adults, use technology,
including the Internet, to produce
and publish writing as well as to
interact and collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a
minimum of one page in a single
sitting.
W.4.7
Conduct short research projects that
build knowledge through
investigation of different aspects of
a topic.
W.4.9
Draw evidence from literary or
informational texts to support
analysis, reflection, and research.
A. Apply grade 4 Reading
standards to literature (e.g.,
"Describe in depth a character,
setting, or event in a story or drama,
drawing on specific details in the
text [e.g., a character's thoughts,
words, or actions].").
B. Apply grade 4 Reading
standards to informational texts
(e.g., "Explain how an author uses
reasons and evidence to support
particular points in a text").
SL.4.1
Engage effectively in a range of
collaborative discussions (one-on-
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experiences or gather
relevant information
from print and digital
sources; take notes and
categorize information,
and provide a list of
sources.
W.4.10
Write routinely over
extended time frames
(time for research,
reflection, and revision)
and shorter time frames
(a single sitting or a day
or two) for a range of
discipline-specific tasks,
purposes, and audiences.
ELA UNIT PLAN
one, in groups, and teacher-led)
with diverse partners on grade 4
topics and texts, building on others'
ideas and expressing their own
clearly.
A. Come to discussions prepared,
having read or studied required
material; explicitly draw on that
preparation and other information
known about the topic to explore
ideas under discussion.
B. Follow agreed-upon rules for
discussions and carry out assigned
roles.
C. Pose and respond to specific
questions to clarify or follow up on
information, and make comments
that contribute to the discussion and
link to the remarks of others.
D. Review the key ideas expressed
and explain their own ideas and
understanding in light of the
discussion.
SL.4.2
Paraphrase portions of a text read
aloud or information presented in
diverse media and formats,
including visually, quantitatively,
and orally.
SL.4.5
Add audio recordings and visual
displays to presentations when
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ELA UNIT PLAN
appropriate to enhance the
development of main ideas or
themes.
SL.4.6
Differentiate between contexts that
call for formal English (e.g.,
presenting ideas) and situations
where informal discourse is
appropriate (e.g., small-group
discussion); use formal English
when appropriate to task and
situation. (See grade 4 Language
standards 1 here for specific
expectations.)
L.4.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
A. Use relative pronouns (who,
whose, whom, which, that) and
relative adverbs (where, when,
why).
B. Form and use the progressive
(e.g., I was walking; I am walking;
I will be walking) verb tenses.
C. Use modal auxiliaries (e.g., can,
may, must) to convey various
conditions.
D. Order adjectives within
sentences according to conventional
patterns (e.g., a small red
bag rather than a red small bag).
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ELA UNIT PLAN
E. Form and use prepositional
phrases.
F. Produce complete sentences,
recognizing and correcting
inappropriate fragments and runons.
G. Correctly use frequently
confused words (e.g., to, too, two;
there, their).*
L.4.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
A. Use correct capitalization.
B. Use commas and quotation
marks to mark direct speech
and quotations from a text.
C. Use a comma before a
coordinating conjunction in a
compound sentence.
D. Spell grade-appropriate
words correctly, consulting
references as needed.
L.4.3
Use knowledge of language and its
conventions when writing,
speaking, reading, or listening.
A. Choose words and phrases to
convey ideas precisely.
B. Choose punctuation for effect.
C. Differentiate between contexts
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ELA UNIT PLAN
that call for formal English (e.g.,
presenting ideas) and situations
where informal discourse is
appropriate (e.g., small-group
discussion).
L.4.4
Determine or clarify the meaning of
unknown and multiple-meaning
words and phrases based on grade 4
reading and content, choosing
flexibly from a range of strategies.
A. Use context (e.g., definitions,
examples, or restatements in text)
as a clue to the meaning of a word
or phrase.
B. Use common, grade-appropriate
Greek and Latin affixes and roots as
clues to the meaning of a word
(e.g., telegraph, photograph,
autograph).
C. Consult reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and digital,
to find the pronunciation and
determine or clarify the precise
meaning of key words and phrases.
L.4.5
Demonstrate understanding of
figurative language, word
relationships, and nuances in word
meanings.
A. Explain the meaning of simple
similes and metaphors (e.g., as
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ELA UNIT PLAN
pretty as a picture) in context.
B. Recognize and explain the
meaning of common idioms,
adages, and proverbs.
C. Demonstrate understanding of
words by relating them to their
opposites (antonyms) and to words
with similar but not identical
meanings (synonyms).
L.4.6
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases,
including those that signal precise
actions, emotions, or states of being
(e.g., quizzed, whined, stammered)
and that are basic to a particular
topic (e.g.,wildlife,
conservation, and endangered when
discussing animal preservation).
Anchor Text/Extended Text:
(Genre)
Short Texts (Genres):
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Island of the Blue Dolphin by Scott O’Dell
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Henry’s Freedom Box by Ellen Levine
Daedalus and Icarus
Mrs. Frisby and the Crow (Imagine It!)
Ancient Greece Greek Mythology (Readworks.org)
Ancient Greece Greek Drama (Readworks.org)
“Alone” by poem Maya Angelou
“Poet of the People” play by Langston Hughes (Image it!)
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ELA UNIT PLAN
Reading Tasks:
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TSW refer to evidence in Island of the Blue Dolphins when
telling about what the text specifically says and drawing
inferences from the text.
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TSW identify the theme of Island of the Blue Dolphins from
details in the text and give a shorter version of the text.
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TSW tell all about story elements in depth in Island of the
Blue Dolphins by using specific details in the text.
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TSW explain major contrast among a variety of literary
works and refer to the structural elements of the works
when writing and speaking.
TSW make connections between the text of Island of the
Blue Dolphins and a visual or oral presentation of the text,
showing where each version reflects specific descriptions
and directions in the text.
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Reading Tasks:
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TSW compare and contrast the treatment of similar
themes and topics and pattern of events in Island of the
Blue Dolphins and a variety of other literary pieces
(genres) from different cultures.
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TSW refer to the details and examples when explaining
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TSW determine the meaning of words found in the Island of the Blue
Dolphins and in Greek Mythology.
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TSW choose how they would like to present the information learned
from this unit either visually or orally by creating a chart, graph,
diagram, timeline, animation, or interactive element on a Web page.
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TSW integrate information taken from ______________________ (text 1)
and ________________ (text 2) on the same topic to construct a written
piece of information concerning the subject.
ELA UNIT PLAN
and drawing inferences based on the book, The Island of
the Blue Dolphins, by Scott Odell.
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TSW determine the main idea of ________________________ and
create a summary and explain how the details support the
_____________________________.
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TSW explain the incidents, by telling what happened and
why using explicit information taken from
__________________ (passage).
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TSW describe the structure of event found in
___________________ (informational text)
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TSW compare and contrast a firsthand account of Karana
from Island of the Blue Dolphins, to a second hand account
of the girl in (“The Real Story of Karana”) attending to the
focus of each account and the information provided by
each.
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TSW explain how the author uses reasons and evidence in
the __________________(book or passage) to support
particular points regarding __________________.
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ELA UNIT PLAN
Writing Tasks: (Routine/Analyses/ Narrative Writing)
Three analyses - Argumentative:
 Karana sees two large male sea elephants fighting. Argue the position whether the younger or the older sea elephant will win. Cite
textual evidence to support your claim.
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Argue the position whether Karana is more responsible than Ramo. Cite evidence to support your claim.
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The story is written from the point of view of Karana. How would the story change if it was told from the brother or father’s point of
view? Defend your position.
Writing Project:
Two analyses - Narrative:
 Sometimes we have to take risks in life. Describe an experience where you had to take a risk. Explain in details the risk, consequences,
and any survival techniques that you had to use as a result of the risk.
 When Karana’s father gives his secret name to Captain Orlov, he is seen to be open and trusting of this newcomer. This is a clear
representation of how the inhabitants of the island and, more widely, native American Indians have been exploited and then massacred
by those who have abused the trust given to them. Write about a time when you trusted someone and your trust was abused. How did it
make you feel? What did you learn from the situation?
Routine Writing (suggestions)
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How would your retell the story of Chief Chowig if you lived on the Island of the Blue Dolphins?
After reading each chapter, write one or more new things you learned in the chapter.
During the story, I felt as if………………..
Explain how Karana shows us how she feels about Ramo. Give details from the story to support your answer.
Suppose one of the characters in Island of the Blue Dolphins came to life and walked into your home or classroom. Describe what this
character sees, hears, and feels as he or she experiences the world in which you live.
How did Karana benefit from her relationship with Rontu and Rontu-Aru? How did the dogs benefit?
Notice O’Dell’s use metaphors. Notice how they make his writing more vivid. Use metaphors to describe the sea.
Take a virtual field trip to The Metropolitan Museum of Art to view the structures in Ancient Greece. Describe in detail the
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ELA UNIT PLAN
comparisons and contrasts of their buildings to the buildings found in your neighborhood (your school, church, restaurants,
apartments, etc.)**
** Indicate tasks and projects related to the Elementary Career Paths. Please remember to document students presentations in
Evernote or email to your counselor.
Language Tasks:
 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 Determine or clarify the meaning of unknown and multiple-meaning words and phrases when writing and speaking.
 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in writing and speaking.
 Acquire and correctly use grade-appropriate, general academic, and domain-specific words and phrases in writing and speaking.
Speaking and Listening Tasks:
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The ship that left Karana knew someone was on the island. In small groups, students will explain why the captain was not interested is
staying around to take a longer look. Were there pirates on the island? Did the captain know he left a stranded girl? What did they think
and why did they leave?
The students will discuss in groups if they could survive on their own in a new situation, without familiar people or conveniences. The
students will imagine themselves stranded in one of the following places: a dark forest, an island like the Island of the Blue Dolphins, or a
large city. The students will discuss what he or she would do for food and shelter, past memories and experiences would give the
knowledge and strength to survive, and where might you seek companionship or relaxing activities. The students will create a plan for
survival that includes practical survival ideas as well as thoughts that would give you emotional strength. Think about what your life
would be like in a new place if you could succeed.
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ELA UNIT PLAN
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The theme of our unit is Risk, Survival and Consequences. Discuss with a partner the consequences of not following rules at
home, school or in the community. Then discuss the importance of following rules at home, school and in the community.**
View the digital rights and responsibility video on www.teachertube.com (http://www.teachertube.com/video/150991 ),
discuss each section of the video. Allow students to summarize what learned from the video, and read summarization aloud.**
Research Projects:
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Conduct research on the three main tribes of American Indians (Natchez, Choctaw, and Chickasaw) living in Mississippi before the
arrival of the Europeans. Compare and contrast the different forms of government of the Natchez, the Choctaw and the Chickasaw to our
government in Mississippi, the United States or another country. The students will present their findings on a display board or through
technology.
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The story Island of the Blue Dolphin is based on original accounts of The Lost (or Lone) Woman of San Nicholas Island. In 1835, a young
Indian woman jumped from a ship that was carrying the villagers of Ghalas-at to the Roman Catholic mission at Santa Barbara. With a
partner, conduct research on the life of this young Indian woman. Compare and contrast historical truth and fictional truth. Construct a
timeline of the major events leading up to her death. Create a collage, storyboard or poster of the Indian girl. Present your information
using appropriate formal language.
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With a partner, create a kind of island that you would like to be marooned on. Specify latitude and longitude, vegetation, topography,
weather, and animals. Draw pictures to illustrate your island or construct a diorama of your island. The students will present
illustration or diorama using appropriate formal language.
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Research the survivors of Katrina. Could you survive on your on in a new situation, without familiar people or conveniences? Imagine
yourself stranded in one of the following places: a dark forest, an island like the Island of the Blue Dolphins, or a large city. Think about
what you would you would do for food and shelter. What past memories and experiences would give you the knowledge and strength to
survive? Where might you seek companionship or relaxing activities? Create a plan for survival. Include practical survival ideas as well
as thoughts that would give you emotional strength. Think about what your life would be like in a new place if you could succeed.
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Conduct an in-depth research on an animal (sea otters, wild dogs, bull dolphins, sea bull elephant, whales) and its habitat in
Island of the Blue Dolphin by Scott O’Dell. After you document your findings, practice reading your research with a
partner/teacher. Find a picture of your animal. Use www.blabblerize.com to present your project. Use grade appropriate
formal language. **
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ELA UNIT PLAN
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In the original story of The Lost (or Lone) Woman of San Nicholas Island, the woman dies from a disease several weeks after
she is rescued and taken to the Santa Barbara Mission in California. Conduct research of the diseases that were prevalent
during the 1800s, as well as, the medical advances that have been made since then to cure such diseases. Present your project
by creating a flipbook, a PowerPoint, or a poster board.**
Assessments:
(See attached assessments)
**Elementary Career Path Plan/K-6 Thematic Units:
(Suggested activities. Please refer to updated Hattiesburg Public School District Elementary Career Path Plan)
August: Safety/Back to school
 Rules and procedures
 Internet Safety/digital responsibility
September: Architecture & Construction/Animal /Habitats
(Updated Career Path Plan coming soon)
 Research Greek architecture and structures: Parthenon, Erechtheion, Temple of Zeus, Olympia, Stoa of Attalos
 Design a Greek structure
 Research habitats of animals in Island of the Blue Dolphin
 Create your own animal habitat
October: Arts, A/V, Technology & Communication/Health Science/Explore communities
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ELA UNIT PLAN
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Show video clip of different medical careers
Generate question list and interview health-science professionals about their careers.
Suggested Resources:
RISKS, SURVIVAL AND CONSEQUENCES UNIT RESOURCES
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Curriculum Companion – opening Powerpoint with questions
http://curriculumcompanion.org/public/lite/openCourt/oc04/pdf/oc04_unit1_risks_consequence_handout.pdf
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Our Friend Martin
http://www.youtube.com/watch?v=ROracLAcRSc
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Focus questions and fluency sheets
http://tiffanykhauo.com/fourth-grade/
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http://www.banning.k12.ca.us/District-Departments/Curriculum-Instruction-and-Assessment/Imagine-It/4th-Grade/index.html
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Unit Plan for Island of the Blue Dolphins
http://teacherweb.com/CA/valleyoaks/Tehachapi/Whole-Lit-Pack.pdf
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Argumentative/Analyses writing ideas
www.shmoop.com/island-blue-dolphins/themes.html
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Study Guide
http://thebestnotes.com/booknotes/Island_Blue_Dolphins_Study_Guide/Island_Blue_Dolphins_Summary02.html
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www.sbnature.org
www.butter26.wikispaces.com
http://butter26.wikispaces.com/Imagine+It%21
www.sparknotes.com
teacher’s zone
www.khanacademy.com
Compass Learning
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ELA UNIT PLAN
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Teacherpayteachers.com
The teaching channel
Brainpop.com
www.readworks.org
www.readwritethink.com
livebinders.com
www.smarterbalance.com
Hawaii school district
Teachertube.com
Open mic
K12.reader
Achievethecore.com
Information about Freedom Summer
The Metropolitan Museum of Art: Greek Gods and Religious practices
http://www.metmuseum.org/toah/hd/grlg/hd_grlg.htm
Scholastic book: Bookflix
Time for Kids
Cast Away Movie excerpt (compare and contrast)
Hercules Youtube video
Perseus and the Search for Medusa
Learn 360
Olympian Gods of Ancient Greek Mythology
Freedom Summer (pictures)
History Channel: www.history.com
o Videos
o Articles
o Pictures
www.pbs.org
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